1. Renee Pyburn, RN, MS
Guillaume Alinier MPhys, PGCert,
MIPEM, MInstP, NTF, SFHEA
Sidra Medical & Research Center
Qatar Interprofessional Health
CouncilSSH-NLN Interprofessional Education and
Healthcare Simulation Symposium
January, 2012

2. Basic Information About Qatar
Population
• Approximately
1,665,000
• Diverse population
(25% Qataris, 75%
other)
HMC/Primary
Healthcare
• Large public
healthcare system -
delivers 90% of care
Private Healthcare
• A few private
hospitals and
clinics
Sidra Medical &
Research Center
(2012)
• Private publicly
funded 400-bed
hospital

3. Clinical Education Facilities in
Qatar
WCMC-Q-Undergraduate Medical Education
CNA-Q-Allied Health Education
University of Calgary-Qatar-Nursing Education
Qatar University-Undergraduate and graduate pharmacy
education

4. Membership
Dr Brad
Johnson
Director, Faculty
Development
Center
University of
Calgary, Qatar
Dr Kim Critchley
Dean and CEO
University of
Calgary, Qatar
Irene O’Brien,
MS
Dean, School of
Health Sciences
College of the
North Atlantic,
Qatar
Dr Sherief
Ibrahim
Mohamad Khalifa
Acting Dean,
College of
Pharmacy
Qatar University
Dr Mohamed El-
Tawil
Assistant Director
of Medical
Education
Hamad Medical
Corp.
Dr Mohamud
Verjee
Director, Clinical
Skills Center
Weill Cornell
Medical College
Qatar
Joanne Davies,
RM, MSc, CHSE
Acting Program
Manager,
Simulation
Sidra Medical &
Research Ctr.
Renee Pyburn,
RN, MS, CHSE
Sr. Project
Manager,
Simulation
Sidra Medical &
Research Ctr.
Academic Institutions Healthcare Facilities

5. Members of QIHC
• Sidra Medical & Research
Center
• Hamad Medical Corporation
Healthcare
Facilities
• WCMC-Q (Medicine)
• CNA-Q (Nursing)
• UC-Q (Allied Health)
• Qatar University (Pharmacy)
Academic
Institutions

6. Brief History of QIHC
Initial Activities-First Year
IPE competencies
Development of
mission, vision, and
goals
Formulation of a 3-year
plan to embed IPE into
healthcare education
and professional
practice in Qatar
Successful application
for grant funding from
QNRF
Completion of a series
of workshops presented
at each academic
institution.
Publication of journal
article
Formation-Summer 2009
Was originally Dean’s Council for schools providing clinical education in Qatar

7. Vision, Mission, and Purpose
Vision
• To lead the education and development of health care
professionals and healthcare systems which exemplify best
practices in interprofessional care for the people and State of
Qatar and the region.
Mission
• The QIHC will focus on embedding interprofessional
collaboration in healthcare education and practice. Working with
partners locally, regionally, and internationally, the QIHC will lead
and foster collaborative interprofessional initiatives.
Purpose
• To provide a venue for communication and collaboration
regarding interprofessional education and practice.

8. Strategic Objectives
• To lead knowledge production, exchange,
application and evaluation in the field of inter-
professional education and practice.
Knowledge
Management
• To identify opportunities to provide expert advice,
support or resources to organizations or groups
implementing inter-professional collaborative
working or learning environments.
Capacity
Development
• To develop and promote strategic partnerships
with organizations to foster introduction and
integration of inter-professional collaborative
practices within their own operations.
Partnerships

9. Strategic Objectives
• To foster world-class models of inter-
professional collaboration within and
among partnering QIHC organizations
and sectors.
Role
Modeling
• To promote cooperative and coordinated
approaches to curricula/program
development and reform that ensure inter-
professional education is a requirement in
all health and human service education
and continuing education programs, inter-
professional competencies and
accreditation standards.
Curricula
• To work with policymakers, health
providers, patients, and researchers to
develop a research and evaluation agenda
that asks key questions and evaluates the
benefits of inter-professional education and
collaborative practice on health systems.
Research
&
Evaluation

10. IPE Model (WHO’s)
Health and Education Systems (WHO, 2010)

11. QIHC’s IPE Model
Doctors
Nurses
Pharmacists
Allied
Healthcare
Professionals
Patient-Centered
Collaborative
Health Care

12. IPE pre and post-licensure
Pre-licensure
(education)
Post-licensure
(practice)
Ongoing
Professional
Development

13. Lines of communication/meeting set-
up
 Monthly meetings-may be attended in person or
through Skype
 Website where documents, minutes of meetings,
etc. stored
 Scheduling of meetings through Doodle
 ½ Day retreats (weekends) where intensive work
can be accomplished

14. Goals and Deliverables
• Primary: insuring a set of shared
competencies across disciplines
• Secondary: shared
understanding and respect for the
role that each plays in the delivery
of health care.
Goals
• A workable blueprint for an IPE
program in Qatar with
suggestions for an integrated
curriculum and guidelines for its
implementation
Deliverable

15. QNRF Grant
Timeline and specific aims
This project will consist of three phases that will span 3 years from start to finish.
Year1
(planning and development)
Year2
(implementation)
Year3
(evaluation)
StartupBaseline
Scan
Core
Competencies
Develop
Modules
Deliver
Faculty
Modules
Deliver
Student
Modules
Deliver
Collaborative
Activities
Post-Data
Gathering
Analysis and
Write-up
Presentations
and
Articles
alitative Data Gathering: Reflections, Observations, Focus Groups, Activity Debrief
Quantitative Data Gathering: Baseline RIPL, Shared
Core Competency; Post RIPL, Shared Core
Competency

16. QNRF Grant-3 phases
Year 1
• Develop shared core IPE competencies
• Review curriculum & professional guidelines
• Faculty training modules
• Student training modules
Year 2
• Administer baseline measures
• Faculty Training Modules
• Student IPE Modules
• Scenario-based IPE Activities
• Post-intervention data gathering
Year 3
• Evaluation and Dissemination including:
• Post RIPL survey + shared competency rubric
• Analysis of data
• Conclusions re success of the project
•Scenario-based IPE
activities
•Ethics approval
•Faculty Recruitment
•Student Recruitment

17. Deliverables-QNRF Grant
Faculty
Development
Modules
• What is IPE?
• Core competencies
• Pedagogical model
• Integration into
courses
Student prep
learning modules
• What is IPE?
• Core competencies
• Collaboration and
Teamwork
Collaborative
student learning
activities
• Low fidelity team-
building exercises
• Medium fidelity video-
based scenarios
• Medium to high
fidelity simulation
• High fidelity
simulation

18. QNRF Grant Personnel
Year
1 Consultant-1
1 Graduate Student-1
1 Dr. Brad Johnson
2 Consultant-1
2 Graduate Student-1
2 Graduate Student-2
2 Dr. Brad Johnson
3 Consultant-1
3 Graduate Student-1
3 Graduate Student-2
3 Dr. Brad Johnson

19. Challenges
 Organizing and involving universities and healthcare
institutions from the whole of Qatar including:
 Weill Cornell Medical College-Qatar
 University of Calgary School of Nursing
 Qatar University School of Pharmacy
 College of the North Atlantic-Qatar (Allied Health)
 Hamad Medical Corp. (public healthcare system)
 Sidra Medical & Research Center (private/publicly
funded)
 Facilitating communication among the group
 Securing funding
 Setting up goals and timelines

20. Solutions
 Organized the Qatar Interprofessional Health Council in
2009-meets monthly. Members may attend in person or
virtually via Skype.
 Communication-via web-based portal hosted by Qatar
University. Meetings set up via Doodle.
 Funding-applied for grant through QRNF and will apply for
a second one for Phase 2.
 Setting of goals and timelines:
Three phases of project (approximately one year each):
 Development of detailed plan to implement inter-professional
health care education at the participating health care
education institutions.
 Implementation of the plan
 Evaluation of the outcomes using agreed upon measures of
success
 Simulation will be one method of delivering IPE